A Passion for Teaching

1. In our rush to reform education, we have forgotten a simple truth: reform will never be achieved by renewing appropriations, restricting schools, rewriting curricula, and revising texts if we continue to demean and dishearten the human resource called the teacher on whom so much depends…if we fail to cherish - and challenge - the human heart that is the source of good teaching”. A Passion for Teaching (Palmer, 1998, p. 3)

2. Contexts

3. Standards

4. “Passion and practicality are not opposing notions; good planning and design are as important as caring and spontaneity in bringing out the best in students. Although not the whole story, passion, uncomfortable as the word may sound, is at the hear of what teaching is or should be”. (Fried, 1995, p. 6)

5. Passion associated with: enthusiasm commitment hope understanding empathy achievement

6. “…cannot teach well if any part of them is disengaged for long. Increasingly, social and political pressures give precedence to head and hand, but if the balance between feeling, thinking and doing is disturbed too much or for too long, teaching becomes distorted, teachers’ responses are restricted, they may even cease to be able to teach. Teachers are emotionally committed to many different aspects of their jobs. This is not an indulgence; it is a professional necessity. Without feeling, without the freedom to “face themselves” to be whole persons in the classroom, they implode - or walk away”. (Nias, 1996, p. 305) Teachers

7. i) excessive role demands ii) inadequate salaries and low status iii) lack of recognition and professional isolation iv) uncertainty v) a sense of powerlessness vi) alienation vii) the decline in teacher morale Influences

8. “The alarm goes off at six and I haul myself out of bed at the start of another week. I try to do half an hours work before setting off to school. I am still managing to get a decent night’s sleep most nights, but the cumulative effect of the workload is taking its toll. I constantly feel the dull weight of deep fatigue…what strikes me is how little slack there is in the system. Every teacher seems to be working flat out all of the time; so much so that when for one reason or another a teacher is absent for any prolonged period, the strain is felt immediately…I’ve seen it happen in one department in this school recently and, were it not for the selfless and voluntary effort by all members of the department and the large amount of time and extra organisation by the faculty head there would have been numerous times in which pupils were little more than baby-sat. And this is a very popular comprehensive (school) with a stable and experience teaching staff in a comfortable teaching area with largely well-motivated pupils and parents. I shudder to think how things are in less fortunate schools…where a third of the staff are leaving at the end of the school year, and where it is not unusual for the police to be called to sort out any incidents….”. (McCormack, 2001, p. 6-7)

9. High expectations, Ideals and standards - only the best will do Honesty, Fairness, Practical Wisdom Reflective, inquiry led individual and collaborative teacher and pupillearning Standards Cognition and emotion (head, heart and hand) Values Care The Passionate Teacher Identity Persevering, Courageous, being persistent inadversity MoralPurpose Curiosity Knowledge about teaching, range of teaching approaches Hope Commitment Person – centred learning with responsibility Vision for learning and achievement for all Figure 1.1 : The Passionate Teacher

10. Honesty Courage Care Fairness Practical Wisdom Moral Purposes

11. Care

12. Courage

13. Voices

14. 1)emotional intelligence is at the heart of good professional practice (Goleman, 1995); 2) emotions are indispensable to rational decision-making (Damasio, 1994; Sylwester, 1995; Damasio, 2000) 3) emotional health is crucial to effective teaching over a career; 4) emotional and cognitive health are affected by personal biography, career, social context (of work and home) and external (policy) factors. Emotions (1)

15. They can provide a ‘breather’, through humour They can ‘sustain’, helping individuals feel effective and valued They can be ‘restorative’, helping individuals feel connected and cared for. Emotions (2)

16. i) inclusiveness rather than exclusiveness – emphasising the need for networks and partnerships; ii) collective and collaborative action – interactions, sharing ideas and debating issues helps to sustain interest and works against disillusionment; iii) effective communication of aims and expectations – people need to know what is expected of them, what the risks and personal costs might be; iv) recognition of the expertise of all parties involved; v) creating an environment of trust and mutual respect – activism requires trust in people and process. Trust in times of passion and concerted efforts galvanise people; The Activist Identity (1)

17. vi) ethical practice – recognises the needs, interests and sensitivities of various parties, acknowledges that no-one is culturally neutral; vii) being responsive and responsible – expedience or opportunism for self promotion is best avoided; viii) acting with passion – activism requires commitment, courage and determination … involves high levels of emotional energy, demands that participants believes strongly in their convictions and have the best interests of the group clearly in mind; ix) experiencing pleasure and having fun – whilst the importance of the issues are to be taken seriously, the camaraderie of the group is essential(Sachs, 2003, pp147-149). The Activist Identity (2)

18. 1. A clear, enduring set of values and ideologies which inform practice regardless of social context. 2. The active rejection of a minimalist approach to teaching (to just doing the job). 3. A continuing willingness to reflect upon experience and the context in which practice occurs and to be adaptable. 4. A sustained sense of identity and purpose and an ability to manage tensions caused by external change pressures. 5. Intellectual and emotional engagement. Commitment

19. A Passion for Learning

20. “The people who develop …are those who love to learn, who seek new challenges, who enjoy intellectually stimulating environments, who are reflective, who make plans and set goals, who take risks, who see themselves in the large social contexts of history and institutions and broad cultural trends, who take responsibility for themselves and their environs”. (Rest, 1986, pp174-5) “I used to think I’d be this great reflective teacher. I had visions of spending time at the end of each day replaying my classes to see what worked and what didn’t, etcetera but, quite honestly, by the end of the day I am so frazzled from just trying to keep up I can hardly even remember what took place only hours ago! And most of the time I am so worried about tomorrow I don’t even want to think about yesterday or today…I’ve taken to doing things for myself in the evenings now in order to get my mind off [teaching]”. (Cited in Cole, 1997, p9) Reflective Practice (1)

21. 1. Reflective practice helps to free teachers from impulsive, routine behaviour; 2. Reflective practice allows teachers to act in a deliberate, intentional manner; and 3. Reflective practice distinguishes teachers as educated human beings since it is one of the hallmarks of intelligent action.’ (Brubacher et al, 1994, p25) To these three, we might add 4. Reflective practice enables teachers to assert their professional identity as change agents with moral purposes; and 5. Reflective practice is essential to self knowledge Reflective Practice (2)

22. Career development is often accompanied by ‘a sense of inconsequentiality’, (Farber, 1991). Many teachers in mid-to-late career become disenchanted or marginalise themselves from learning, no longer holding the good of their pupils as a high priority. Low self-esteem, shame (at not achieving desired results) are directly correlated with less variety of teaching approaches and thus less connection with students’ learning needs. C.P.D. (1)

23. Table – Organising for Professional Development C.P.D. (2) Learning in School Team Teaching Peer Coaching Action Research Problem-Solving Groups Reviews of Students Assessment Development Case Studies of Practice Planning Groups Writing for Professional Journals School Site Management Teams On-line Conversations Peer Reviews of Practice Performance Management Mentoring ‘Direct’ Teaching Knowledge update Skill update Awareness Sessions Initial Conversations Charismatic Speakers Conferences Courses and Workshops Consultants Learning Out of School Networked Learning Communities School/University Partnerships Subject/Phase Networks Study Groups University Courses Based on Lieberman and Miller (1999, p.73)

24. Shared norms and values Reflective dialogue Sharing of practice Focus on student learning Inclusivity Passionate Learning Communities

25. “Organisations are not solely concerned with outcomes, processes and resources. They are also concerned with the human spirit and their values and relationships. Authentic leaders breathe life force into the workplace and keep the people energised and focused. As stewards and guides they build people and their self-esteem. They derive their credibility from personal integrity and “walking” their values”. (Bhindi and Duignan, 1996, p. 29) Leadership

26. A deep sense of mission Young people: they give the mission its meaning The teacher as ‘origin’ and motivator of others Investment in self: giving in order to get Change of pace: striking a balance Coping with the external pressures: closing the classroom door Sustaining the Passion